Unit 2 Lesson 6 A Special Team 课件3-优质公开课-北师大8上精品

Unit 2 Lesson 6 A Special Team（第一课时）Lesson Focus•V ocabulary from the reading•Prepositions at, for, in, into, on•Responding to statements with exclamationsWarmupExercise 1Purpose: to help students discuss what's happening in a photoDirect students to the photo. Say“Look at the picture. What can you see?”Elicit an appropriate response, for example, I can see people (dressed the same / in uniform) and a (working) dog. I can see a (collapsed / destroyed / damaged) building. Then have students get into pairs. Ask“What do you think happened? What are the people doing?Discuss with your partner”. Monitor, offering help as needed.e together as a class and have students share their thoughts on the photo.Write some of their answers on the board to use as a prediction exercise with the reading.ReadingExercise 2Purpose: to help students plete sentences with numbers based on a textDirect students to the reading. Say“Read the first paragraph. What happened? See if your prediction was correct”. Monitor as studentsscan the text. If necessary, explain what scanning a text is (reading a text quickly, looking for particular information). Give students less than a minute to find the answer, and then stop them and ask again “What happened?”Elicit It was an earth. quake! If you feel your students are ready, you may skip this step.Direct students to the sentences. Read them aloud, or have students read them silently. Say““Read the entire text quickly. plete the sentences with the correct numbers”Monitor, offering help as needed.Go over the answers, asking individual students to read the sentences aloud.Answers1. two;2. 23;3. five;4. 30Exercise 3Purpose: to help students answer questions based on a textDirect students to the questions. Read them aloud, or have a student read them. Then say“Now read the text again and answer the questions”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, having students first pare their answers with a partner's. Then ask individual students read the answers aloud. If necessary, point out that the answers should be in past tense. Answers1. The roads were too dangerous.2. They didn't have enough food and blankets.3. The young people gave their food and blankets to the older ones.4. They flashed their mobile phones, and the light made everyone feel safe. Expansion: Don't Stop!Note: Use this activity to give students more practice. Have students make a timeline of events based on the reading. You may wish to have students do this in pairs. They can draw a line, representing the day. The first bar, to the left, could say The Lins were on holiday at a mountain resort. The next bar could say They went for a walk. The next could say The ground started to shake. etc. Have students retell what happened using their timelines. Exercise 4Purpose: to help students listen to a recording of a text and read aloudSay“Now listen to the text. Read aloud”Monitor, offering help as needed.Expansion: Don't Stop!Note: Use this activity with more proficient students. Have students brainstorm other natural disasters, for example, typhoons, hurricanes, tsunamis, tornadoes, volcanic eruptions. Ask them what they know about the disasters, if they have or anyone they know has ever experienced any of them. Discuss in groups or as a class.。

Early the next The people started to ___ ___ the mountain. morning The journey was ______, but they _______ and _________ each other.
Part II (para. 3-5)
Part II (para. 3-5)
Development of the story
After that Mr Lin d_i_v_id_e_d__ the people _in_t_o_ five groups. He also _c_o_ll_e_c_te_d__ all the mobile phones and _m_a_d_e_s_u_r_e_ each group had one. The group leaders _fl_a_s_h_e_d__ their mobile phones to make everyone __fe_e_l__sa_f_e____.
Some cried and some _lo_s_t_h_o_p_e_______.
WHAT?
Part II (para. 3-5)
Development of the story
At that moment
Mr Lin decided to ___ ___ ____. He ____ ____ everyone’s attention. They ___ ____ to the ruins to ___ ___ food and blankets.
Complete the passage
We went on a school trip last Saturday. In the morning we went to a mountain _r_e_s_o_r_t_. At 4 pm, the weather suddenly changed. It was dark and started raining _h_e_a_v_i_ly_. There weren’te_n_o_u__g_h umbrellas _f_o_r_ us. Some of us were _c_o__m_p__le_t_e_l_y wet. Some girls cried.

Unit 2 Lesson 6 A Special Team教学目标.通过阅读短文，获取有关一个团队在地震中如何自救的信息、；1.通过阅读，在语境中了解resort, flashlight等词的语义;初步运用call for one' s attentionencourage, support 等有关地震和团队的词汇；教学重难点体会在地震这种特殊的时期团队的重要性。

教学过程一、导入study teamfootball teamrescue （救援）teamTeamWhy do we need teams?Because team members can encourage and support each other,and solve the problem together.A Special TeamWhy is the team special? What happened to them?二、新课学习on holiday在度假When I was on holiday, I visited my uncle.我在度假的时候去看望了叔叔O I do not like to travel during the holiday season.我不喜欢在度假的季节去旅游。

one by onePlease retell the story one by one.一个接一个地复述故事。

We went into the room one by one.我们挨个儿走进房间。

at that momentAt that moment my heart is full of joy andthankfulness.此时，我的心充满了欢乐与感激。

Just at that moment, the door opened and the teacher walked in.就在那时，门翻开了，老师走进来。

Unit 2 Lesson 6 A Special Team一、教学目标在本课学习结束时，学生能够：• 1. 通过阅读短文，获取有关一个团队在地震中如何自救的信息；• 2. 通过阅读，在语境中了解resort, flashlight等词的语义；初步运用call for one’s attention, encourage, support等有关地震和团队的词汇；• 3. 体会在地震这种特殊时期团队的重要性。

二、学情分析1.已有知识和能力：学生已经学习了一般过去时和介词的正确使用，对地震的话题也比较熟悉，这对理解课文内容做了铺垫。

2.可能存在的问题：因为本课所用材料篇幅较长，生词量也较多，所以在获取主要信息和细节信息时有一定困难，对阅读形成障碍。

部分词汇的学习会成为本课的教学难点，如：Getting Ready: special, couple, resort, earthquake, dark, heavily, ruins, blanket, flashlight, flash, etc.Lesson 6: shake, completely, call for one’s a ttention, enough, divide, encourage, support, etc.3. 解决措施：对难生词的处理可利用图片形式生动的呈现，针对篇幅较长问题可采用分块阅读帮助学生梳理文章脉络： setting-development-ending.在练习的设置上，遵循一步步，小台阶的原则，以便学生容易接受。

①讲课之前先突破单词的教学，利用图片让学生记忆单词并熟练朗读②在小组互助中练习并掌握这些词汇。

三、教学重难点重点：正确理解课文内容，获取关键信息，树立团队合作意识难点：根据提示词语复述课文。

解决措施：对难生词的处理可利用图片形式生动的呈现，针对篇幅较长问题可采用分块阅读帮助学生梳理文章脉络： setting-development-ending.在练习的设置上，遵循一步步，小台阶的原则，以便学生容易接受。